American Annals of the Deaf最新文献_第2页

Schools and Programs in Canada. 加拿大的学校和项目。

IF 0.9 4区教育学

American Annals of the Deaf Pub Date : 2025-01-01 DOI: 10.1353/aad.2025.a987330

引用次数: 0

Itinerant Teachers' Writing Instruction. 流动教师写作指导。

IF 0.9 4区教育学

American Annals of the Deaf Pub Date : 2025-01-01 DOI: 10.1353/aad.2025.a988843

Rachel Saulsburry, Kimberly A Wolbers

{"title":"Itinerant Teachers' Writing Instruction.","authors":"Rachel Saulsburry, Kimberly A Wolbers","doi":"10.1353/aad.2025.a988843","DOIUrl":"https://doi.org/10.1353/aad.2025.a988843","url":null,"abstract":"The majority of deaf and hard of hearing students are taught in public schools. Many of these students are taught by itinerant teachers who report their primary areas of instruction are language, reading, and writing (Antia & Rivera, 2016; Luckner & Ayantoye, 2013). The purpose of this qualitative case study was to examine (1) how strategic and interactive writing instruction (SIWI) was implemented by three itinerant teachers of the deaf in one rural, one urban, and one affluent school district and (2) what context-specific variables impacted their writing instruction. Through observations of a unit of their writing instruction for informative writing, scoring their fidelity for that writing unit, and conducting interviews about their instruction, the researchers concluded that the itinerant teacher participants were able to implement SIWI with typical fidelity for teachers in their first year of using this instruction technique. Their unique insights highlighted ways that the interactive instruction principles of the instructional fidelity instrument could be revised to better align with the educational contexts of itinerant teachers. They also reported four main challenges to their writing instruction: working with general education teachers, district-related factors, time, and physical space and organization.","PeriodicalId":46988,"journal":{"name":"American Annals of the Deaf","volume":"170 4","pages":"289-320"},"PeriodicalIF":0.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147822085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Annual Index 2024-2025. 年度指数2024-2025。

IF 1 4区教育学

American Annals of the Deaf Pub Date : 2025-01-01 DOI: 10.1353/aad.2025.a957989

引用次数: 0

Evaluating the Effectiveness of Strategic Incremental Rehearsal for Sight Word Acquisition in Hard of Hearing Students. 策略性增量排练对重听学生视词习得的效果评价。

IF 1 4区教育学

American Annals of the Deaf Pub Date : 2025-01-01 DOI: 10.1353/aad.2025.a957985

Faisl M Alqraini

引用次数: 0

Research in Practice: Preservice Teachers of the Deaf Action Research With DHH K-12 Learners and Self-Graphing. 实践研究：职前教师对DHH K-12聋人学习者的行动研究与自我书写。

IF 1 4区教育学

American Annals of the Deaf Pub Date : 2025-01-01 DOI: 10.1353/aad.2025.a957987

Jennifer S Beal

引用次数: 0

Effects of Music Perception on Language Development in Children With Cochlear Implants: A Systematic Review. 音乐感知对人工耳蜗儿童语言发展的影响：一项系统综述。

IF 0.9 4区教育学

American Annals of the Deaf Pub Date : 2025-01-01 DOI: 10.1353/aad.2025.a966640

Wenlin Zhu, Lulu Qu, Wanjin Meng, Connie Qun Guan

{"title":"Effects of Music Perception on Language Development in Children With Cochlear Implants: A Systematic Review.","authors":"Wenlin Zhu, Lulu Qu, Wanjin Meng, Connie Qun Guan","doi":"10.1353/aad.2025.a966640","DOIUrl":"10.1353/aad.2025.a966640","url":null,"abstract":"Children with cochlear implants (CIs) have difficulties developing overall language skills due to a lack of neurological adjustment for multimodality inputs. Fortunately, music perception might play a role in strengthening the connection between auditory and motor perception, as language and music have shared neural mechanisms in the left hemisphere of the brain. This review synthesized the recently peer-reviewed studies on the role of music perception in language development for children with CIs by containing the search on pertinent keywords in eight databases following systematic inclusion rubrics. A total of 17 most relevant studies published between 2014 and 2025 were identified. We analyzed the studies focusing on the special role of music perception linked to improved speech perception in children with CIs and the types of musical training that have been found to be effective in improving speech perception and/or spoken language in children with CIs. We analyzed them by the demographics of the participants, music training methods, and language assessment tools, etc. for language development in children with CIs. We concluded the following two major findings: (1) A strong correlation exists between music perception and language development, especially in children with CIs, and (2) music training can potentially bridge the gap in language performance between children with CIs and those with normal hearing by facilitating crossmodal neuroplasticity. The findings of this synthesis suggest that children with CIs may benefit from music perception in early childhood to strengthen their neuroplasticity through visual-motor connectivity through music. The findings of our systematic review highlight the unique role of music perception in bridging language gaps for children with CIs.","PeriodicalId":46988,"journal":{"name":"American Annals of the Deaf","volume":"170 1","pages":"14-38"},"PeriodicalIF":0.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144733943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Programs for Training Teachers. 教师培训计划。

IF 0.9 4区教育学

American Annals of the Deaf Pub Date : 2025-01-01 DOI: 10.1353/aad.2025.a987333

引用次数: 0

Integrating Worlds: An Interpretative Phenomenological Study on the Influence of Deaf Role Models as Expressed by Hearing Parents. 整合世界：健全父母对聋人角色榜样影响的解释现象学研究。

IF 0.9 4区教育学

American Annals of the Deaf Pub Date : 2025-01-01 DOI: 10.1353/aad.2025.a988842

Angela Joy, Jill Duncan, Lynne McCormack

引用次数: 0

Interveners for Children Who Are Deafblind: The Parents' Perspective. 聋哑儿童的干预：父母的视角。

IF 1 4区教育学

American Annals of the Deaf Pub Date : 2025-01-01 DOI: 10.1353/aad.2025.a957986

Elise N Darrow, Julianna C Wanek, Silvia M Correa-Torres

{"title":"Interveners for Children Who Are Deafblind: The Parents' Perspective.","authors":"Elise N Darrow, Julianna C Wanek, Silvia M Correa-Torres","doi":"10.1353/aad.2025.a957986","DOIUrl":"https://doi.org/10.1353/aad.2025.a957986","url":null,"abstract":"Students with a visual impairment and a concurring hearing impairment are considered deafblind under the Individuals With Disabilities Education Act (IDEA) of 2004. Deafblindness is not limited to students who are totally blind and profoundly deaf; rather, it ensures that when students have a visual impairment as well as a hearing impairment that impacts their learning, appropriate services are in place for them to receive an appropriate education in the school setting. In the United States, the deafblind intervener model has been implemented in some states, whereby the intervener acts as a communication bridge between the student who is deafblind and the student's teacher, peers, and other school community members. However, because the intervener model is not required by law, it has not been adopted in every school district where students who are deafblind attend, leaving these students and their families without the option of having an intervener. The purpose of this phenomenological study was to explore parents' perspectives when working with their child's deaf-blind intervener. Eight parents of children with deafblindness who have an intervener were interviewed about their experiences with their child's intervener. Findings from this study are presented, along with implications for practice and future research, to inform the field about the benefits associated with students who are deafblind having support from a deafblind intervener. Themes in the areas of awareness, access, and advocacy are highlighted.","PeriodicalId":46988,"journal":{"name":"American Annals of the Deaf","volume":"169 5","pages":"460-472"},"PeriodicalIF":1.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144057456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Is the Qualitative Similarity Hypothesis Applicable to Turkish d/Deaf and Hard of Hearing Students? A Perspective. 质性相似假说是否适用于土耳其聋哑和重听学生？一个透视图。

IF 0.9 4区教育学

American Annals of the Deaf Pub Date : 2025-01-01 DOI: 10.1353/aad.2025.a985471

Özlem Aslan-Bağcı

{"title":"Is the Qualitative Similarity Hypothesis Applicable to Turkish d/Deaf and Hard of Hearing Students? A Perspective.","authors":"Özlem Aslan-Bağcı","doi":"10.1353/aad.2025.a985471","DOIUrl":"https://doi.org/10.1353/aad.2025.a985471","url":null,"abstract":"This review article examined the validity of the qualitative similarity hypothesis (QSH) in the context of Turkish d/Deaf and hard of hearing (d/Dhh) students' reading development. The review discussed the reading processes of both Turkish typically developing (i.e., hearing) students and d/Dhh students in a comparative manner. Since there are no empirical studies directly testing the QSH in the Turkish context and no studies examining the related construct of developmental similarity, indirect discussions were conducted based on the findings of selected studies. The extent to which the QSH aligns with the principles of developmental similarity in cognitive (i.e., use of strategies) and language processes, quantitative variability in performance levels, and timing differences was also discussed. The findings also suggest that d/Dhh students can learn in similar ways to their typically developing peers only if appropriate and sufficient instructional support is provided. More longitudinal and experimental studies and evidence are needed to explain the reading developmental processes of Turkish d/Dhh students based on the principles of the QSH.","PeriodicalId":46988,"journal":{"name":"American Annals of the Deaf","volume":"170 3","pages":"141-166"},"PeriodicalIF":0.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147575586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0